As questões de gramática na prova do exame nacional do ensino médio (enem): uma análise linguístico-discursiva

Abstract

Grammar teaching still remains the main focus in language classes. Portuguese, mainly due to the demands of mastering the linguistic knowledge required in different contexts of society, among them, access to university through the National High School (ENEM). However, many researchers and teachers warn for the difficulties that students present in grammar classes. In that sense, this This work aims to analyze how normative grammar issues are presented in ENEM. To support the analysis, studies that seek to reflect on teaching practices, among them: Geraldi (1997; 2012), who discusses the conceptions of language in classroom practices, as well as making suggestions for teaching language based on linguistic analysis (AL); Franchi (2006), who claims to be the language subordinated to rules, however, for this author, it is in social interaction that the individual appropriates the linguistic system; Possenti (1996), which emphasizes the objective of the shool only teach standard Portuguese, or create conditions for it to be learned; Pietri (2003), that highlights the school as responsible for choosing the contents and coordinating the way these contents will be taught. We also consider the reflections of Chizzotti (2006) to to base qualitative research, as well as Ludke and André (1986), who also reflect about research methodology. The corpus of analysis consisted of grammatical questions ENEM, in a seven-year interval, referring to the period from 2013 to 2019. temporal cut is justified due to the dimension of this work, so we considered the most recent exams, with illustrations of the most recurrent themes. The research made it possible affirm that the way in which questions of normative grammar are proposed in ENEM is still is based only on metalanguage, restricted to the conception of language as an expression of the thought or as an instrument of communication, there is not, therefore, a proposal with based on the perspective of language as social interaction (BAKTHIN, 1997), in the studies of literacy (KLEIMAN, 1995) and not even in Linguistic Analysis practices (GERALDI, 2012).